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Hamilton, J. (2003). Personal power and the language of possibility: A study of opportunity and potential and its implications for nursing. Ph.D. thesis, , .
Abstract: This study uses a critical approach to analyse influences connected to opportunities for nurses to have their unique contribution to the health system recognised, and identifies a plan of action. The stories as told by four Northland nurses, identified the underlying principle of self-knowledge which, when connected to core values emerged as personal power with the language of possibility. Other factors which enabled opportunity recognition were labelled as: knowing the self, integrating core values from personal and professional qualities, connecting these to an intuitive plan, trusting it because it is value-based, using that plan to form goals and achieve direction. Integrating core values into goal setting enabled people to make choices that would enhance as well as protect their personal development. This study has implications for nurses as they seek out places where they can work well and for health planners to design systems where this can happen.
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Phillips, B. N. (2003). Possibilities for mental health nursing practice-based research. Wellington: Victoria University of Wellington.
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Adams, K. (2003). A postmodern/poststructural exploration of the discursive formation of professional nursing in New Zealand 1840 – 2000. Ph.D. thesis, , .
Abstract: This study examines the discursive formation of professional nursing in one country, as revealed by the history of nursing in New Zealand. Michel Foucault's approach to historical research signifies a different level of analysis from conventional approaches, focusing not on the history of ideas but on an understanding of the present, a history of the present. A genealogical method derived from Foucauldian poststructuralism reveals how different understandings of nursing have occurred and have governed nursing practices and scholarship in different historical contexts. The archaeological investigation in this study reveals two moments of epistemic transformation, that is, two intervals of mutation and discontinuity. The Nightingale era in the 1880s precipitated the first epistemic shift – premodernism to modernism. The transfer of nursing education from hospital based training to the tertiary education sector, followed by the introduction of the baccalaureate degree, precipitated the second epistemic shift in the 1990s, the advent of postmodernism. Encompassing these two epistemes, six historical contexts are identified, where significant disruptions to the nursing discourses overturned previously held assumptions about what constituted a nurse. Each historical context is identified by specific discursive constructs. The first is colonial caring, the second the Nightingale ethos and the third heroic, disciplined obedience. In the fourth context, nursing is framed by, and within, discourses of skilled, humanistic caring, in the fifth, scientific, task focused managerialism, and in the 1990s, the sixth context, by multiple realities in an age of uncertainty.
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Chick, D. N. P. (2003). Rural district nurses as rehabilitationists. Ph.D. thesis, , .
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Takarangi, J. (1983). The role-practice interface in community health nursing in New Zealand. Ph.D. thesis, , .
Abstract: This field project undertaken in 1981 was designed to compare and contrast the role perspective with the practice perspective. Job descriptions were used as the role data and this role data was then considered in relation to information gained from field observations. The discussion looked at the findings in the current context of debate surrounding the future “roles” of nurses in the community
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O'Sullivan, C. (2002). Cardiopulmonary resuscitation: Attitudes and knowledge of medical and nursing staff. Ph.D. thesis, , .
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Woodbridge, M. (2002). From child savers to child activists: A participatory action research project with community child health nurses. Ph.D. thesis, , .
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Raynel, S. (2002). Nurse-led clinics on ophthalmic practice: A vision for the future. Ph.D. thesis, , .
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McMillan, A. (2002). The past influencing the future: A journey through occupational health. Ph.D. thesis, , .
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DeSouza, R. (2002). Walking upright here: Countering prevailing discourses through reflexivity and methodological pluralism. Ph.D. thesis, , .
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Idour, D. M. G. (1981). The social context and the relevance of nursing curricula. Ph.D. thesis, , .
Abstract: The relevance of Nursing Curricula and the degree of effectiveness of their outcomes for the 'consumer' ( clients, students, a given society) are seen as commiserate to the degree that a curriculum is developed with due regard for the 'social realities' of a society. "Social realities' are defined as the actual conditions, pressures, disabilities and abilities, limitations and resources that exist in the lifespan of people and form the environment within which Nursing practices. A Curriculum relevancy process ( CRP) has been developed for use as the main analytical tool of the study. CRP has been designated as an information seeking, problem solving and evaluative process. It consists of three phases with a major emphasis on the first phase, information seeking. Information has been gathered about contemporary social realities ( the year of 1979) and related Socio- health disorders. Information has been gathered and analysed from official ad voluntary sources and the findings related to curricular choices for Nursing education
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Stolz-Schwarz, P. (2001). Barriers to and facilitators of research use in clinical practice for a sample of New Zealand registered nurses. Ph.D. thesis, , .
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Rowe, W. (2001). An ethnography of the nursing handover. Ph.D. thesis, , .
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Herd, C. M. F. (2001). Is it a dangerous game? Registered nurses' experiences of working with care assistants in a public hospital setting. Ph.D. thesis, , .
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Walsh, C., Boyd, L., Baker, P., Gavriel, A., McClusky, N., Puckey, T. C., et al. (2001). It was time for me to leave: A participatory action research study into discharge planning from an acute mental health setting. Wellington: Victoria University of Wellington.
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